Director of the M.A. TESOL Program
Ph.D. Linguistics, Cognitive Psychology; M.A. French Linguistics, Indiana University
Debra Hardison's research program has focused on auditory-visual integration in spoken language processing, co-speech gesture, second-language speech production and the applications of technology in perception and production training of the segmental and suprasegmental aspects of language. Current projects are investigating the relationships among elements of L2 learners' socioaffective profiles, language use factors, and interlocutor type in the development of the component skills of their oral interaction abilities, merging quantitative findings and qualitative data from participants' learning histories. A project supported by CLEAR recently investigated the development of oral skills for participants in short-term study abroad programs to Germany and Japan. A project supported by CeLTA explored the relationship between learners’ oral communication strategies in the second language and their speaking abilities. Another study used eye tracking to investigate the effects of task difficulty on L1 and L2 auditory-visual speech perception. Teaching interests emphasize the integration of theory, research, and practice in the professional development of second language acquisition specialists and classroom language teachers. At MSU, she has taught courses on second language acquisition, research methods in language learning and teaching, and L2 phonetics and phonology. She also serves as the director of the M.A. TESOL Program and coordinator of EPIC (English Partners in Communication). She has given plenaries at New Sounds: International Symposium on the Acquisition of Second Language Speech (2013) and Pronunciation in Second Language Learning & Teaching (2016), and is a member of the editorial board of the journal Language Learning & Technology and the Journal of Second Language Pronunciation.
Selected Recent Publications
Hardison, D. M. (2018). Visualizing the acoustic and gestural beats of emphasis in multimodal discourse: Theoretical and pedagogical implications. Journal of Second Language Pronunciation, 4, 231-258.
O'Brien, M. G., Derwing, T. M., Cucchiarini, C., Hardison, D. M., Mixdorff, H., Thomson, R. I., Strik, H., Levis, J. M., Munro, M. J., Foote, J. A., & Muller Levis, G. (2018). Directions for the future of technology in pronunciation research and teaching. Journal of Second Language Pronunciation, 4, 182-206.
Hardison, D. M. (2018). Computer-assisted pronunciation training. In O. Kang, R. I. Thomson, & J. M. Murphy (Eds.), The Routledge handbook of contemporary English pronunciation (pp. 478-494). New York: Routledge.
Hardison, D. M. (2018). Effects of contextual and visual cues on spoken language processing: Enhancing L2 perceptual salience through focused training. In S. M. Gass, P. Spinner, & J. Behney (Eds.), Salience in second language acquisition (pp. 201-220). New York: Routledge.
Hardison, D. M. (2018). Speech and its nonverbal counterparts. In J. Levis (Ed.), What do we know about accents? Retrieved from Pronunciation for Teachers.
Okuno, T., & Hardison, D. M. (2016). Perception-production link in L2 Japanese vowel duration; Training with technology. Language Learning & Technology, 20, 61-80.
Hardison, D. M. (2014). Changes in second-language learners' oral skills and socio-affective profile following study abroad: A mixed-methods approach. The Canadian Modern Language Review, 70, 415-444.
Hardison, D. M. (2014). Phonological literacy in L2 learning and teacher training. In J. Levis & A. Moyer (Eds.), Social dynamics in second language accent (pp. 195-218). Boston/Berlin: de Gruyter Mouton.
Hardison, D. M. (2012). Second-language speech perception: A cross-disciplinary perspective on challenges and accomplishments. In S. Gass & A. Mackey (Eds.), The Routledge handbook of second language acquisition (pp. 349-363). New York: Routledge.